摘要
19世纪末20世纪初美国崇尚实验主义取向和科学主义取向的学者分别就教育研究的路径与方法展开了长期而激烈的争论。实验主义取向试图将教育研究融合到大学各学科领域和教育活动之中,倾向于合作式而非专业主义取向的教育研究模式,强调大学不同学科的学者、中小学教师、学校督导、家长等都应是教育研究的参与者。科学主义取向则试图将教育学术研究职业化,将其与教师培训、课堂教学分离开来。在学术争论和博弈中,科学主义研究取向牢牢确立了教育研究的话语权,量化实证式的教育研究成为规制美国教育研究整体取向的主导力量。
At the turn of the late 19 th century and the early 20 th century,There's a long-running and drastic debate on the two different educational research approaches and methods.Experimentalism argued that educational research should be viewed as an interdisciplinary field,and educational activities must be integrated;scholars from other disciplines,principals,superintendents,teachers and parents were all the participants of educational research.Meanwhile,scientism was inclined to professionalization of educational scholarship,and intended to separate it from teacher training and teaching activities in schools;Thorndike and Judd attempted to apply measurement and investigation as the methodology with the purpose of establishing educational knowledge model which's not disturbed by subjective consciousness.During the debate and competition between scientism and experimentalism approaches,scientism approach established their authority in educational research through cumulative advantage,and empirical and quantitative research finally became the dominant approach of the American educational scholarship.
出处
《高等教育研究》
CSSCI
北大核心
2015年第1期39-47,共9页
Journal of Higher Education
基金
教育部人文社会科学研究青年基金项目(13YJC880035)
关键词
教育研究方法论
实验主义
科学主义
量化实证研究
education research methodology
experimentalism
scientism
quantitative research
